Professional Dancers’
Postgraduate Teaching Certificate

  • Programme summary
  • Programme breakdown
  • Entry requirements
  • Programme fees
  • Student voices
  • Duration
    1 year part-time biennially
  • Apply by
    Australia: 31 March 2022
  • Location:
    Distance learning and intensive study period and teaching placement
  • Application
    Via Registry, Faculty of Education, RAD
  • Start
    Australia: July 2022
  • Language
    English
  • Level/Credits
    Level 7 (60 credits)

This programme is designed for professional dancers wishing to prepare for a new career in teaching, or for dancers who are already teaching, but wish to gain an internationally renowned RAD teaching qualification.

This flexible programme, combining distance learning, an Induction and Intensive Study Period, accommodates your rehearsal, performance and work schedules, or teaching commitments, and provides you with a secure platform for a career in teaching.

The Professional Dancers’ Postgraduate Teaching Certificate* is a modular programme which runs for one year and is delivered by distance learning, with some on-site taught components. You will complete three compulsory modules at postgraduate level.

*Under Review

Your student experience

The programme begins with an online induction seminar, followed by a period of distance learning. Mid way through the programme, you will attend an intensive study period (minimum duration of four weeks hybrid delivery) which comprises practical sessions, teaching practice and online lectures, seminars, discussion groups and tutorials. In the final module, you will undertake a teaching placement in a dance school/teaching context of your choice, where you are supported by a mentor and practical teaching supervisor.

Dance Teaching in Context

This module places your professional experience at the core of study and bridges the gap between performance and pedagogy. Key debates about dance teaching as a profession and the contexts in which teaching takes place are central concepts to this first module.

Pedagogy in Practice

This module places practice and theory side by side to support you, through mentoring and tutoring, as you engage with practical teaching opportunities during the intensive study period (ISP), teaching observations and teaching assisting.

The module culminates in a 12-week teaching placement, in a context and country of your choice. Through the teaching placement, you will gain practical experience in planning effective classes, managing the learning environment and providing a positive dance experience for all learners. The placement involves support from mentors and practical teaching supervisors who provide regular feedback, encouragement and support.

Dance Teaching for the 21st Century: Practice and Innovation

Informed by reflection of your vocational training and professional experience, this module places comparative study of different pedagogical approaches as central to your development as an innovative, creative teacher. Requiring you to develop a critical response to existing studio-based practices and theoretical discourse in dance training and education, this module guides you in your journey to becoming a professional dance teacher and educator.

Entry requirements

We welcome applications from dancers with significant professional experience and advanced technical proficiency. You will also need to demonstrate your potential to study at postgraduate level, which will be determined as part of the selection process through the personal statement, reference and interview. You will also submit a short teaching extract and written task designed to assess your potential as a teacher. Appropriate English Language Proficiency test for students whose first language is not English.

Assessment mode

Modules are assessed through a range of written and practical tasks, including a presentation, practical teaching with a written rationale and an essay. The teaching placement is assessed through a practical teaching examination followed by a viva voce.

Employment prospects

Graduates are well placed to work in the private or vocational dance sector, or in a range of international teaching contexts with many becoming mentors and practical teaching supervisors for the RAD. The programme includes some study of the syllabi and examinations of the RAD, so that graduates are eligible for Registered Teacher Status. This will allow graduates to enter students for RAD ballet examinations.

Award

Successful completion of the programme leads to the award of the Professional Dancers’ Postgraduate Teaching Certificate, and eligibility for registration as a dance teacher with the RAD.

Further study and career development

Graduates may apply for the Master of Arts in Education (Dance Teaching), providing they meet the English Language requirements and successfully complete an Access Module. Graduates who meet these requirements will be exempt from 60 credits of the Master’s programme.

More information

www.royalacademyofdance.org/pdptc

Validated by:

  • Duration
    1 year part-time biennially
  • Apply By
    Australia: 31 March 2022
  • Location:
    Distance learning and intensive study period and teaching placement
  • Application
    Via Registry, Faculty of Education, RAD
  • Start
    Australia: July 2022
  • Language
    English
  • Level/Credits
    Level 7 (60 credits)

Fees for 2022/23

Fees for 2022/23 are also published on our website at HE Fees.

Faculty of Education graduates who go on to study for a postgraduate award delivered by the RAD or further study of an RAD award can benefit from a discount in tuition fees. Tuition fees are invoiced in instalments for each programme as appropriate.

Awards, bursaries and hardship funds

We are committed to providing support to students who wish to develop their skills and knowledge through study and we offer a limited number of awards, bursaries and hardship funds for specific purposes. The application forms and submission deadlines can be found under ‘Fees and funding’ on the RAD website.

Concessionary entry

A fee may be payable for programmes where applicants can submit a concessionary entry task. Further information on concessionary entry and associated costs can be found at How to Apply.

For information on planning your budget and typical programme costs, such as dancewear, equipment, accommodation and travel, please see HE Fees.

Distance learning (part-time)

Germany

€7,560

for the academic year, plus £120 registration fee on enrolment.

Australia

$10,400

for the academic year, plus £120 registration fee on enrolment.

A fee of £60 is payable if the applicant is invited to interview (including video/written submission).

We are very proud of our students and graduates here at the RAD.

Read about their different student experiences and where they are now through our Student Voices.

Valentia Dimitriou

  • Graduate

    My name is Valentia Dimitriou and I am a dancer based in  Calgary, Alberta, Canada.

    Before starting the programme, I was a freelance artist working and performing as a contemporary dancer. In addition to my contract work, I have experience teaching within the private sector. My early training was through the RAD syllabus where I had a continuous appreciation for my ballet teachers, the work and where it has guided me. I’ve always known that this inspiration would hopefully take me to an RAD certification of my own.

    The PDPTC programme originally interested me for its flexible and realistic timeline to completion, as well as a travel opportunity and engagement in a different environment with other professional dancers, who were also looking to develop their teaching skills within higher education. I have learned throughout my studies that self-directed online learning can be a heavy task. One of the best parts of this programme is the people you meet at the Induction Seminar, who then become your peers and moral support. Having that connection with others has been of great importance, as you use each other to share information and provide support. Everyone in the RAD wishes for your success, and the positive environment online, and in person, has been motivating as a learner.

    This programme has also been useful in guiding me to become more aware of certain concepts that may or may not have always been present, but have allowed me to acknowledge and reflect from different perspectives. After graduation, I hope to pursue dance teaching long term, as I would like to further my career beyond dancing and performing. It is my hope that the education I received through the PDPTC will open professional doors, and enhance my knowledge of pedagogy to become a valuable teacher. To all of the prospective students who are considering applying to this programme or any other RAD programme, you will be challenged. Be prepared to think, review, read, and schedule your time accordingly. You will explore some intricate and complicated subjects, debates and conversations. If you are looking for that challenge as I was, it will also be a rewarding and fulfilling experience, with educators and faculty that are kind and supportive.

    The PDPTC has been a wonderful learning opportunity.

Bethan Smith

  • Graduate

    On graduating from Elmhurst, I joined the Slovak National Ballet Company. In my final year with the company, I decided to develop my career and teach so commenced the PDPTC Programme. As the programme only took a year to complete and was aimed at professional dancers, it was the right choice for me. I could do the programme while still dancing with the company and then go straight into teaching.

    I wanted to teach the RAD syllabus as I had enjoyed the examinations at school and felt that it provided a professional and disciplined approach to teaching, areas I feel are important. The area I found most useful was the breakdown of syllabus work and practical assessments as for someone who had not taught before this was essential. The Intensive Study Period, based in Berlin, was also good for me as it allowed me to network and meet my fellow students and learn from their experiences.

    Having had a vocational education, I was worried about the academic areas of the programme as I had never done anything like it before. I learnt that I could focus on the academic side, complete the written elements and this gave me a great deal of satisfaction.

    After completing the programme I moved back to the UK to teach on a freelance basis. I had the opportunity to teach on associate programs, workshop programs, at dance Xchange and many others. I then moved to China to teach at a ballet academy for a year. In 2018, I started my own school and my aim is for the school to keep expanding and produce students who not only love to dance but also gain confidence and achieve in exams, competitions and performances. I definitely think the PDPTC programme enhanced my career as it gave me the confidence to believe in myself and what I could achieve.

    In 2019, just a year after starting my school, I entered my students from B Ballet Studios into their first RAD exams. It was a fantastic and confidence building experience for all. I even had one of my adult students travel up to London HQ to take her Intermediate. I didn’t face any specific challenges as the RAD team and fellow friends and teachers were so helpful in guiding me through the process. I have been so pleased and proud that the students all achieved Merits and Distinctions for my first set of exams.

    I would highly recommend the PDPTC programme to prospective students considering to apply. It works in conjunction with your professional experience as a dancer and so much fun joining together to discuss, listen to lectures and work together.

    Dance is in my bones and will be forever. It has given me so much joy, discipline, freedom, strength and confidence. I wish to give all students these feelings to take into their daily lives.

Cooper Rust

  • Graduate

    I spent ten years dancing in professional ballet companies across the United States and in 2012, I travelled for the first time to Nairobi and fell in love with the country and the people. I spent multiple “off-seasons” teaching in the slums here, and then finally decided to stay and set up my own school in 2015.  I could see that while it was incredibly enriching for the children to take ballet in local communities, we would need proper dance floors, mirrors, and barres to be able to get any of them to a professional level and out of poverty.

    In Kenyan culture examinations are very important and when trying to introduce a foreign art form like ballet, I’ve found that being able to provide the dancers’ parents with a syllabus and examination system helps them get behind it. The PDPTC platform made the most sense with my teaching schedule and my overall goal.

    I found the time in Berlin to be the most useful.  Doing distance training is great, but often time as a working-student, you don’t set everything aside and just focus on one’s studies.  Being forced (in a good way), to stop teaching and come and focus on learning was excellent. I also really enjoyed the networking that went on throughout the programme with the other students.